Andreas Schleicher, OECD Director of Education and Skills, presents data and reveals insights from the 2023 Education at a Glance report, which includes a special feature on Vocational Education and Training, with the aim of empowering educators, policymakers, and stakeholders with the data and analysis to shape their education systems.
Key indicators on vocational education - Insights from Education at a Glance ...EduSkills OECD
Key indicators on vocational education - Insights from Education at a Glance 2023 by Abel Schumann at the OECD webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce on 26 October 2023
How to ensure education is relevant for all in a fast-changing world - Andrea...EduSkills OECD
Andreas Schleicher, Director for Education and Skills, OECD presents findings of the OECD’s Education Policy Outlook 2022: Transforming Pathways for Lifelong Learners during the OECD Education Webinar: How to ensure education is relevant for all in a fast-changing world on the 5 April 2023
Starting Strong - Empowering Young Children in the Digital Age - EDU Webinar ...EduSkills OECD
OECD’s Director for Education and Skills Andreas Schleicher presents findings from the report 'Empowering Young Children in the Digital Age' at the OECD Education Webinar on 23 May 2023.
Digitalisation and AI are transforming social and economic life at lightning speeds, creating new demands for education systems.
The use of new technologies can help develop the digital skills of young children and enrich their learning environment. But what are the challenges? And how can we support parents and early educators and carers in creating positive technology experiences for young children whilst also understanding and managing the risks that exist?
The webinar recording is available on https://oecdedutoday.com/oecd-education-webinars/
How are education policies supporting students to think creatively.pptxEduSkills OECD
Andreas Schleicher (OECD Directorate for Education and Skills) presents at the webinar 'How are education policies supporting students to think creatively?'
Creative thinking is consistently named among the top skills that employers are looking for. But OECD research suggests that creativity in students drops as they pass through the school system.
How can education systems ensure that all young people can develop and strengthen their creative thinking skills as part of their formal education? What policies are needed?
The OECD webinar explored how education systems worldwide are handling this issue.
Speakers include:
Angela Bravo Chacon, Unesco Perú, former National Director of Secondary and Primary Education at Peruvian Ministry of Education
Bo Stjerne Thomsen, Chair of Learning through Play, LEGO Foundation
Andreas Schleicher, OECD Directorate for Education and Skills
Moderated by Bill Lucas, Professor of Learning and Director of the Centre for Real-World Learning at the University of Winchester
It can be found via the website :https://oecdedutoday.com/oecd-education-webinars/
Slides from OECD & NEA webinar Are education policies doing enough to enhance...EduSkills OECD
Slides from OECD & NEA webinar Are education policies doing enough to enhance career paths of women in STEM and nuclear science 23 June 2023 presented by Marta Encinas-Martin, Senior Advisor Global Relations and OECD Education Gender Ambassador followed by Fiona Rayment, Chief Science and Technology Officer, National Nuclear Laboratory (United Kingdom)
The future of education - how ambition loops can help transform the teaching ...EduSkills OECD
The PPT from the webinar 'The future of education: how ambition loops can help transform the teaching profession?'
You can check out the webinar via the website - https://oecdedutoday.com/oecd-education-webinars/
Collaboration is crucial to strengthening teaching practices and learning experiences in the classroom. But how can we systematically improve cooperation between schools and teachers? A part of the answer is ambition loops: agreed objectives across schools, the educational sector and the wider community that, if achieved, reinforce each other and create positive change.
In this webinar we spoke to experts in order to explore ambitions and potential prosperity for the future of the teaching profession.
Speakers included:
Debbie Pushor, Full Professor, Department of Curriculum Studies, University of Saskatchewan, Canada
John Fischetti, Professor and Pro Vice-Chancellor, College of Human and Social Futures, University of Newcastle, Australia
Tony Hall, Personal Professor of Education, School of Education & Director of Educational Design Research, Designing Futures, University of Galway, Ireland
The session was moderated by Claire Shewbridge, Project leader and analyst at OECD Directorate for Education and Skills, and Jason McGrath, Analyst at OECD Directorate for Education and Skills.
The role of Education in an interconnected world webinar - Andreas Schleiche...EduSkills OECD
Andreas Schleicher presents Why is Global Competence so Important? at the OECD Webinar - The role of Education in an interconnected world. https://oecdedutoday.com/oecd-education-webinars/ on 9 March 2023. In this webinar a panel including teachers and experts discussed the importance of global competences and kick off the next Global Teaching InSights initiative, where teachers share best practices.
Two years into the pandemic: How education systems have coped with the second...EduSkills OECD
Two years into the pandemic: How education systems have coped with the second year of COVID
The COVID-19 pandemic has caused massive disruptions to the learning of students at all levels of education. Although the availability of vaccines has improved the situation in most OECD countries, the school year 2021/22 was still marked by – sometimes severe – restriction to regular teaching and learning activities.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and is collecting data on how each education system is responding to the crisis, from school closures and remote learning to remedial measures. The latest round of data collection covers the impact of COVID-19 during the school year 2021/22 and the recovery policies implemented by countries during this period.
This presentation show the findings from a survey of more than 30 OECD education systems.
Key indicators on vocational education - Insights from Education at a Glance ...EduSkills OECD
Key indicators on vocational education - Insights from Education at a Glance 2023 by Abel Schumann at the OECD webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce on 26 October 2023
How to ensure education is relevant for all in a fast-changing world - Andrea...EduSkills OECD
Andreas Schleicher, Director for Education and Skills, OECD presents findings of the OECD’s Education Policy Outlook 2022: Transforming Pathways for Lifelong Learners during the OECD Education Webinar: How to ensure education is relevant for all in a fast-changing world on the 5 April 2023
Starting Strong - Empowering Young Children in the Digital Age - EDU Webinar ...EduSkills OECD
OECD’s Director for Education and Skills Andreas Schleicher presents findings from the report 'Empowering Young Children in the Digital Age' at the OECD Education Webinar on 23 May 2023.
Digitalisation and AI are transforming social and economic life at lightning speeds, creating new demands for education systems.
The use of new technologies can help develop the digital skills of young children and enrich their learning environment. But what are the challenges? And how can we support parents and early educators and carers in creating positive technology experiences for young children whilst also understanding and managing the risks that exist?
The webinar recording is available on https://oecdedutoday.com/oecd-education-webinars/
How are education policies supporting students to think creatively.pptxEduSkills OECD
Andreas Schleicher (OECD Directorate for Education and Skills) presents at the webinar 'How are education policies supporting students to think creatively?'
Creative thinking is consistently named among the top skills that employers are looking for. But OECD research suggests that creativity in students drops as they pass through the school system.
How can education systems ensure that all young people can develop and strengthen their creative thinking skills as part of their formal education? What policies are needed?
The OECD webinar explored how education systems worldwide are handling this issue.
Speakers include:
Angela Bravo Chacon, Unesco Perú, former National Director of Secondary and Primary Education at Peruvian Ministry of Education
Bo Stjerne Thomsen, Chair of Learning through Play, LEGO Foundation
Andreas Schleicher, OECD Directorate for Education and Skills
Moderated by Bill Lucas, Professor of Learning and Director of the Centre for Real-World Learning at the University of Winchester
It can be found via the website :https://oecdedutoday.com/oecd-education-webinars/
Slides from OECD & NEA webinar Are education policies doing enough to enhance...EduSkills OECD
Slides from OECD & NEA webinar Are education policies doing enough to enhance career paths of women in STEM and nuclear science 23 June 2023 presented by Marta Encinas-Martin, Senior Advisor Global Relations and OECD Education Gender Ambassador followed by Fiona Rayment, Chief Science and Technology Officer, National Nuclear Laboratory (United Kingdom)
The future of education - how ambition loops can help transform the teaching ...EduSkills OECD
The PPT from the webinar 'The future of education: how ambition loops can help transform the teaching profession?'
You can check out the webinar via the website - https://oecdedutoday.com/oecd-education-webinars/
Collaboration is crucial to strengthening teaching practices and learning experiences in the classroom. But how can we systematically improve cooperation between schools and teachers? A part of the answer is ambition loops: agreed objectives across schools, the educational sector and the wider community that, if achieved, reinforce each other and create positive change.
In this webinar we spoke to experts in order to explore ambitions and potential prosperity for the future of the teaching profession.
Speakers included:
Debbie Pushor, Full Professor, Department of Curriculum Studies, University of Saskatchewan, Canada
John Fischetti, Professor and Pro Vice-Chancellor, College of Human and Social Futures, University of Newcastle, Australia
Tony Hall, Personal Professor of Education, School of Education & Director of Educational Design Research, Designing Futures, University of Galway, Ireland
The session was moderated by Claire Shewbridge, Project leader and analyst at OECD Directorate for Education and Skills, and Jason McGrath, Analyst at OECD Directorate for Education and Skills.
The role of Education in an interconnected world webinar - Andreas Schleiche...EduSkills OECD
Andreas Schleicher presents Why is Global Competence so Important? at the OECD Webinar - The role of Education in an interconnected world. https://oecdedutoday.com/oecd-education-webinars/ on 9 March 2023. In this webinar a panel including teachers and experts discussed the importance of global competences and kick off the next Global Teaching InSights initiative, where teachers share best practices.
Two years into the pandemic: How education systems have coped with the second...EduSkills OECD
Two years into the pandemic: How education systems have coped with the second year of COVID
The COVID-19 pandemic has caused massive disruptions to the learning of students at all levels of education. Although the availability of vaccines has improved the situation in most OECD countries, the school year 2021/22 was still marked by – sometimes severe – restriction to regular teaching and learning activities.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and is collecting data on how each education system is responding to the crisis, from school closures and remote learning to remedial measures. The latest round of data collection covers the impact of COVID-19 during the school year 2021/22 and the recovery policies implemented by countries during this period.
This presentation show the findings from a survey of more than 30 OECD education systems.
Improving Early Equity: From evidence to action PPT from Webinar 26 October 2022EduSkills OECD
Andreas Schleicher presents the results and analysis of the International Early Learning and Child Well-being Study 2022.
Read the report Improving Early Equity: From evidence to action: https://doi.org/10.1787/6eff314c-en
Find out more about our work on education and skills at https://www.oecd.org/education/
Get information on upcoming webinars, and watch replays of past events, here 👉 https://oecdedutoday.com/oecd-education-webinars/
Education at a Glance 2022 Andreas Schleicher Global AnalysisEduSkills OECD
Andreas Schleicher presents the Global Analysis of Education at a Glance 2022:the authoritative source of education around the world. This years edition of looks at tertiary education. Slides include COVID-19: From crisis management to recovery. Find out more at www.oecd.org/education/education-at-a-glance
Education Transformation and PISA - Andreas Schleicher, OECD Director for Edu...EduSkills OECD
600,000 students representing about 32 million 15-year-olds in the schools of the 79 participating countries and economies, sat the 2-hour PISA test in 2018.
Are schools ready to be hubs of social and emotional learning? New findings o...EduSkills OECD
Hannah Ulferts, Analyst at the Directorate for Education and Skills, OECD presents new findings of the Survey on Social and Emotional Skills at the OECD Education Webinar 'Are schools ready to be hubs of social and emotional learning? 30 March 2023
Equity and Inclusion in Education PPT Webinar 7 February 2023 Andreas SchleicherEduSkills OECD
Andreas Schleicher presents findings from Equity and Inclusion in Education: Finding Strength through Diversity at a webinar of the same name on 7 February 2023.
At the webinar OECD analysts and country experts outlined how education systems can cater to students from different background with varied needs. It follows the release of a report by OECD’s Strength in Diversity project that highlights six key steps to reforming education systems to help all students achieve their potential.
If you are a policy maker, teacher or are interested in learning more about how to respond to the challenges, please check out the webinar recording at https://oecdedutoday.com/oecd-education-webinars/
You can find the report at https://www.oecd-ilibrary.org/education/equity-and-inclusion-in-education_e9072e21-en
You can also check out our blog space https://oecdedutoday.com/equity-and-inclusion-in-education/ which contains the six key steps plus more context for the report Equity and Inclusion in Education: Finding Strength through Diversity
OECD Education and Skills Ministerial: Equity
Presentation from Andreas Schleicher about equity in education and skills.
Find out more about the ministerial meeting at : https://www.oecd.org/education/ministerial/
Find out more about our work in education and skills: https://www.oecd.org/education/
Andreas Schleicher Rethinking assessment - 13 October 2023 OECD Webinar.pptxEduSkills OECD
Andreas Schleicher, OECD Director for Education and Skills presents at the OECD webinar "Unleashing potential: Rethinking assessment for 21st century learning" on 13 October 2023. https://oecdedutoday.com/oecd-education-webinars/
Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
Hannah Kitchen, Project Leader of Above and Beyond: Transitions in Upper Secondary Project at the OECD presents at the webinar Moving up into upper secondary on the 23 November 2023
Trends Shaping Education 2022 by Andreas SchleicherEduSkills OECD
Did you ever wonder what the impact of climate change will be on our educational institutions in the next decade? What does it mean for schools that our societies are becoming more individualistic and diverse?
Trends Shaping Education is a triennial report examining major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education.
This 2022 edition covers a rich array of topics related to economic growth, living and working, knowledge and power, identity and belonging and our physical world and human bodies and interactions. It includes a specific focus on the impact of COVID‑19 on global trends, and new futures thinking sections inviting readers to reflect on how the future might differ from our current expectations.
Trends Shaping Education is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non-specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
Andreas Schleicher presents the report's key findings.
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
The role of digital technologies for career guidance - 16 May 2023EduSkills OECD
The presentations from the launch of the OECD Observatory on Digital Technologies in Career Guidance for Youth (ODiCY). ODiCY is an open-access repository that makes it quick and easy to see how education systems around the world are using innovative techniques to help young people approach their working lives with confidence and choice. We here from 4 contributors to the case studies looking at virtual reality career modules in Canada, virtual work experience in Finland, e-mentoring program in France and an AI chatbot that was developed in the UK.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
Building Future Ready VET systems - EU OECD webinar, 26 October 2023 - Malgor...EduSkills OECD
Malgorzata Kuczera (OECD) presents Building Future Ready VET systems on 26 October 2023 at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Developing literacy skills in a digital world: New findings from PISAEduSkills OECD
Reading is a far more complex task today than it once was. The Internet has transported the written word from the confines of a few carefully curated books to the phone screens in everyone’s pocket, and accredited publishers are no longer the gatekeepers of what and how we read – today, anyone can publish with almost no constraints.
How can we verify what we read online? What skills are involved in evaluating the trustworthiness of a source and understanding the information provided?
In 2018, the OECD Programme for International Student Assessment (PISA) addressed reading as its main subject, and the reading framework was devised to include essential reading skills in a digital world, to provide important insights into how 15-year-old students are developing reading skills to navigate the technology-rich 21st century, and how this varies by geography, social background or gender. It also explores what teachers can do to help students navigate ambiguity and manage complexity.
Join Andreas Schleicher, OECD Director for Education and Skills, as he presents the latest findings from PISA 2018, published in the upcoming report 21st-Century Readers: Developing Literacy Skills in a Digital World.
OECD presentation - An evidence-informed education Empowering schools and pol...EduSkills OECD
Melissa Mouthaan, OECD Analyst in the Strengthening the Impact of Education Research project presents slides at the OECD Education Directorate Webinar "An evidence-informed education: Empowering schools and policy institutions through a culture of research engagement" on 20 September 2023
OECD PISA 2018 Results - U.S. Media Briefing EduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Improving Early Equity: From evidence to action PPT from Webinar 26 October 2022EduSkills OECD
Andreas Schleicher presents the results and analysis of the International Early Learning and Child Well-being Study 2022.
Read the report Improving Early Equity: From evidence to action: https://doi.org/10.1787/6eff314c-en
Find out more about our work on education and skills at https://www.oecd.org/education/
Get information on upcoming webinars, and watch replays of past events, here 👉 https://oecdedutoday.com/oecd-education-webinars/
Education at a Glance 2022 Andreas Schleicher Global AnalysisEduSkills OECD
Andreas Schleicher presents the Global Analysis of Education at a Glance 2022:the authoritative source of education around the world. This years edition of looks at tertiary education. Slides include COVID-19: From crisis management to recovery. Find out more at www.oecd.org/education/education-at-a-glance
Education Transformation and PISA - Andreas Schleicher, OECD Director for Edu...EduSkills OECD
600,000 students representing about 32 million 15-year-olds in the schools of the 79 participating countries and economies, sat the 2-hour PISA test in 2018.
Are schools ready to be hubs of social and emotional learning? New findings o...EduSkills OECD
Hannah Ulferts, Analyst at the Directorate for Education and Skills, OECD presents new findings of the Survey on Social and Emotional Skills at the OECD Education Webinar 'Are schools ready to be hubs of social and emotional learning? 30 March 2023
Equity and Inclusion in Education PPT Webinar 7 February 2023 Andreas SchleicherEduSkills OECD
Andreas Schleicher presents findings from Equity and Inclusion in Education: Finding Strength through Diversity at a webinar of the same name on 7 February 2023.
At the webinar OECD analysts and country experts outlined how education systems can cater to students from different background with varied needs. It follows the release of a report by OECD’s Strength in Diversity project that highlights six key steps to reforming education systems to help all students achieve their potential.
If you are a policy maker, teacher or are interested in learning more about how to respond to the challenges, please check out the webinar recording at https://oecdedutoday.com/oecd-education-webinars/
You can find the report at https://www.oecd-ilibrary.org/education/equity-and-inclusion-in-education_e9072e21-en
You can also check out our blog space https://oecdedutoday.com/equity-and-inclusion-in-education/ which contains the six key steps plus more context for the report Equity and Inclusion in Education: Finding Strength through Diversity
OECD Education and Skills Ministerial: Equity
Presentation from Andreas Schleicher about equity in education and skills.
Find out more about the ministerial meeting at : https://www.oecd.org/education/ministerial/
Find out more about our work in education and skills: https://www.oecd.org/education/
Andreas Schleicher Rethinking assessment - 13 October 2023 OECD Webinar.pptxEduSkills OECD
Andreas Schleicher, OECD Director for Education and Skills presents at the OECD webinar "Unleashing potential: Rethinking assessment for 21st century learning" on 13 October 2023. https://oecdedutoday.com/oecd-education-webinars/
Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
Hannah Kitchen, Project Leader of Above and Beyond: Transitions in Upper Secondary Project at the OECD presents at the webinar Moving up into upper secondary on the 23 November 2023
Trends Shaping Education 2022 by Andreas SchleicherEduSkills OECD
Did you ever wonder what the impact of climate change will be on our educational institutions in the next decade? What does it mean for schools that our societies are becoming more individualistic and diverse?
Trends Shaping Education is a triennial report examining major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education.
This 2022 edition covers a rich array of topics related to economic growth, living and working, knowledge and power, identity and belonging and our physical world and human bodies and interactions. It includes a specific focus on the impact of COVID‑19 on global trends, and new futures thinking sections inviting readers to reflect on how the future might differ from our current expectations.
Trends Shaping Education is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non-specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
Andreas Schleicher presents the report's key findings.
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
The role of digital technologies for career guidance - 16 May 2023EduSkills OECD
The presentations from the launch of the OECD Observatory on Digital Technologies in Career Guidance for Youth (ODiCY). ODiCY is an open-access repository that makes it quick and easy to see how education systems around the world are using innovative techniques to help young people approach their working lives with confidence and choice. We here from 4 contributors to the case studies looking at virtual reality career modules in Canada, virtual work experience in Finland, e-mentoring program in France and an AI chatbot that was developed in the UK.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
Building Future Ready VET systems - EU OECD webinar, 26 October 2023 - Malgor...EduSkills OECD
Malgorzata Kuczera (OECD) presents Building Future Ready VET systems on 26 October 2023 at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Developing literacy skills in a digital world: New findings from PISAEduSkills OECD
Reading is a far more complex task today than it once was. The Internet has transported the written word from the confines of a few carefully curated books to the phone screens in everyone’s pocket, and accredited publishers are no longer the gatekeepers of what and how we read – today, anyone can publish with almost no constraints.
How can we verify what we read online? What skills are involved in evaluating the trustworthiness of a source and understanding the information provided?
In 2018, the OECD Programme for International Student Assessment (PISA) addressed reading as its main subject, and the reading framework was devised to include essential reading skills in a digital world, to provide important insights into how 15-year-old students are developing reading skills to navigate the technology-rich 21st century, and how this varies by geography, social background or gender. It also explores what teachers can do to help students navigate ambiguity and manage complexity.
Join Andreas Schleicher, OECD Director for Education and Skills, as he presents the latest findings from PISA 2018, published in the upcoming report 21st-Century Readers: Developing Literacy Skills in a Digital World.
OECD presentation - An evidence-informed education Empowering schools and pol...EduSkills OECD
Melissa Mouthaan, OECD Analyst in the Strengthening the Impact of Education Research project presents slides at the OECD Education Directorate Webinar "An evidence-informed education: Empowering schools and policy institutions through a culture of research engagement" on 20 September 2023
OECD PISA 2018 Results - U.S. Media Briefing EduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Similar to Andreas Schleicher - Education at a Glance- Global Webinar- World Education Today - Insights from the launch of Education at a Glance 2023.pptx
Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
Higher Education in Norway - Labour Market Relevance and OutcomesEduSkills OECD
The higher education system in Norway generally produces graduates with good skills and labour market outcomes. This success can be largely attributed to Norway’s robust and inclusive labour market and recent higher education reforms to improve quality. However, some Norwegian students have poor labour market outcomes and past success is no guarantee of future success, especially as the Norwegian economy upskills and diversifies. This report provides advice and recommendations to improve the labour market relevance and the outcomes of higher education in Norway. The analysis finds that there is an opportunity to expand work-based learning opportunities, improve career guidance, and do a better job of using innovative learning and teaching practices to improve labour market relevance across the system. The report concludes that Norwegian policy makers have a larger role to play in steering the system. Policy makers can set the conditions for greater labour market relevance by strengthening the mechanism for collaboration between higher education institutions and employers, ensuring better coordination and use of labour market information, and redoubling efforts to support quality learning and teaching. This report was developed as part of the OECD Enhancing Higher Education System Performance project.
Jonathan Barr - How to expand apprenticeships to new players?OECD CFE
This year the Forum will focus on creativity, jobs and local development. We will examine how localities can support culture and creative industries as a source of knowledge and job creation and how the creative industry can act as a powerful driving force areas such as tourism, urban regeneration, and social inclusion.
The Danish VET system and VET policy reform 2015 With a Focus on Participator...EduSkills OECD
This presentation was given by Jørn Skovsgaard from the Danish Ministry of at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
Presentation by Andreas Schleicher - How to strengthen support for Ukrainian ...EduSkills OECD
Andreas Schleicher, OECD Directorate for Education and Skills, presents at the webinar How to strengthen support for Ukrainian refugees
in schools and universities on the 14 June 2023. To watch the recording please visit https://oecdedutoday.com/oecd-education-webinars/
Work based learning in central eastern european countriesOECD Berlin Centre
Presentation by Marieke Vandeweyer | Senior Policy Analyst - VET Adult Learning, OECD Centre for Skills
for the OECD Berlin Centre and IAB Webinar, 18 March 2021
Prof. Roope Uusitalo, chairman of the Economic Policy Council, presented key findings and recommendations of the 2017 report on education policy.
Roope Uusitalo gave this presentation at Finland's Economic Policy Council 2017 report launch seminar. Launch was held in Helsinki on 23rd January, 2018.
See also:
http://www.talouspolitiikanarviointineuvosto.fi/en/reports/report-2017/
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3. Measures to support the enrolment of Ukrainian refugee students
in schools in OECD countries
17%
36%
68%
68%
69%
71%
72%
73%
88%
90%
91%
100%
Ukrainian-only schools
Creation of temporary classes
Creation of Ukrainian/bilingual teaching materials
Establishment of temporary reception classes to facilitate integration
Awareness and information campaigns
Recruitment of teaching assistants
Recruitment of teachers
Sessions for families to foster the integration of Ukrainian refugees
Co-operation/communication with the Ukrainian authorities
Recruitment of Ukrainian-speaking personnel (teachersassistantsother)
Language catch-up courses
Provision of information (bookletwebsites etc..)
Share of countries implementing a measure
4. Measures to help Ukrainian upper secondary students attain
vocational qualifications
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Co-operation with Ukrainian vocational institutions (double degrees/shared…
Creation of temporary classes
Mentoring system
Bridging programmes to smooth refugee students' integration
Academic guidance
Facilitation of administrative procedures
Information medium (campaignsadvertisementwebsites)
Recognition of prior learning (RPL)
Administrative support
Language courses
National Institutional
Share of countries implementing a measure
5. Measures to ease the integration of students at tertiary level
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Creation of temporary classes
Bridging programmes to smooth refugee students' integration
Mentoring system
Cooperation with Ukrainian HEI (double degrees/shared courses for instance)
Academic guidance
Socio-emotional support
Information medium (campaignsadvertisementwebsites)
Financial aid (i.e housing allowances)
Administrative support
Research grants
Fee waivers
Recognition of prior learning (RPL)
Facilitation of administrative procedures
Language courses
National Institutional
Share of countries implementing a measure
7. Countries with a higher share of VET students have higher employment
rates among young adults with upper secondary attainment
[CELLRA
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELL
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRA
NGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLR
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
55
65
75
85
95
0 10 20 30 40 50 60 70 80
Employment
rate
of
25-34
year-olds
with
upper
secondary
or
post-secondary
non-tertiary
attainment
Share of vocational students among upper secondary students
8. A third of 25-34 year-olds have a vocational degree as highest level
Share of 25-34 year-olds whose highest level of education has a vocational orientation, by level of educational
attainment (2022)
0
10
20
30
40
50
60
Austria
Slovak
Republic
Romania
Slovenia
France
Poland
Germany
Hungary
Finland
Italy
EU
average
OECD
average
Switzerland
Canada
Australia
Latvia
New
Zealand
Estonia
Netherlands
Spain
Belgium
Denmark
Czech
Republic
Greece
Sweden
Bulgaria
United
Kingdom
Norway
Korea
Portugal
Chile
Lithuania
Luxembourg
Iceland
Israel
Ireland
Türkiye
Costa
Rica
United
States
Mexico
Upper secondary (vocational) Post-secondary non-tertiary (vocational) Short-cycle tertiary (vocational)
9. Improving the attractiveness and reputation of VET programmes
Improving the
quality of VET
programmes
•By focusing on
the quality of
teachers (Brazil)
Ensuring VET
leads to
employment
•Through labour-market
forecasting and regular
collaboration with
employers (Germany)
Brazil (2019) considerably
expanded the training on
offer for VET teachers and
trainers, taking advantage of
digital training solutions.
Germany has taken
steps to ensure adult
learning responds to
digitalisation and
automation.
10. VET students are less likely to complete their programme than general
upper secondary students
Upper secondary completion rates, by timeframe and programme orientation on entry (2021)
0
10
20
30
40
50
60
70
80
90
100
Israel
Colombia
Slovenia
Switzerland
France
Sweden
Chile
Latvia
Portugal
Finland
Brazil
Estonia
Austria
Italy
Lithuania
Norway
Spain
Iceland
Luxembourg
Canada
Denmark
United
States
Flemish
Comm.
(Belgium)
French
Comm.
(Belgium)
Completion within the theoretical duration - vocational upper secondary Completion within the theoretical duration - general upper secondary
11. Women are underrepresented among 25-34 year-olds with
vocational attainment
Share of women among those with vocational upper secondary or post-secondary non-tertiary or short-cycle tertiary
attainment (2022)
0
10
20
30
40
50
60
70
80
Mexico
Costa
Rica
Chile
Germany
Netherlands
Switzerland
United…
Spain
France
Romania
Austria
Greece
Israel
Luxembourg
New
Zealand
Finland
Portugal
OECD
average
Lithuania
EU
average
Latvia
Belgium
Italy
Poland
Türkiye
Estonia
Hungary
Australia
Slovak
Republic
Denmark
Sweden
Czech
Republic
Norway
Slovenia
Iceland
Bulgaria
Canada
Indonesia
Ireland
Japan
Korea
South
Africa
United
States
Upper secondary or post-secondary non-tertiary (vocational) Short-cycle tertiary
12. Reducing gender disparities within vocational fields
Career guidance
interventions
To prevent the emergence of
stereotypical perceptions of
certain educational/career paths
Financial incentives
To reduce the gender gap in some
fields and widen the talent pool in
particular sectors
In Canada, the Apprenticeship
Incentive Grant for Women helps
female apprentices pay for expenses
during their apprenticeship in a
designated trade sector where
women are under-represented.
Denmark celebrates girls’ day
for students from 5th grade by
providing information about
occupations where women are
underrepresented, namely
promoting STEM professions.
13. Earnings are lower and the earnings gap between VET and tertiary
graduates increases over the working life
Relative earnings of workers with vocational upper secondary or post-secondary non-tertiary attainment compared
to those with tertiary attainment, by age group (2021)
0
25
50
75
100
125
150
175
200
25-34 year-olds 45-54 year-olds
14. Workers with VET attainment are less likely to participate in non-
formal education and training
Participation in non-formal job-related education and training, by educational attainment and programme
orientation (2022)
0
5
10
15
20
25
30
35
40
45
Sweden
Norway
Iceland
Netherlands
Switzerland
Finland
Estonia
Slovak
Republic
Portugal
Spain
Luxembourg
Denmark
Slovenia
Average
Austria
Czech
Republic
Italy
France
Romania
Hungary
Belgium
Ireland
Germany
Latvia
Lithuania
Poland
Croatia
Greece
Upper secondary or post-secondary non-tertiary (vocational) Tertiary
0
5
10
15
20
25
30
35
40
45
Australia
Canada
Surveys with a reference period of four weeks prior to the interview
Surveys with a reference period of
twelve months prior to the interview
15. Involving
employers with
VET
programmes
•Including experienced
workers in curriculum design
•Tax benefits
Liaison
with local
labour
markets
•Connect with
local employers
•Engage small
businesses and
entrepreneurs
(Germany, Italy)
Improving
skill-to-job
matching
•Tailored
training
•Hands-on
learning
experience
Strengthening employers' involvements in VET programmes is a win-win
16. Combined school and work-based programmes are still rare in many countries
Share of upper secondary vocational students enrolled in combined school- and work-based programmes (2015 and
2021)
0
10
20
30
40
50
60
70
80
90
100
Denmark
Hungary
Ireland
Latvia
Switzerland
Germany
Norway
Iceland
Austria
OECD
average
EU
average
United
Kingdom
Australia
France
Slovak
Republic
Luxembourg
Finland
Poland
Chile
Romania
Sweden
Estonia
Belgium
Bulgaria
Israel
Spain
2021 2015
17. Countries with more students in programmes that combine school and
work-based learning have higher employment rates among VET graduates
[CELLR
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELL
[CELLRA
NGE]
[CELLRANGE]
[CELL
[CELLRAN
GE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
65
75
85
95
0 10 20 30 40 50 60 70 80 90 100
Employment
rate
of
25-34
year-olds
with
vocational
upper
secondary
or
post-secondary
non-tertiary
attainment
Share of upper secondary vocational students enrolled in combined school- and work-based programmes
18. 1 in 4 VET students is enrolled in a programme that does not provide
access to tertiary education
Distribution of students enrolled in upper secondary vocational education, by type of vocational programme (2021)
0
10
20
30
40
50
60
70
80
90
100
Brazil
Canada
Colombia
Costa
Rica
Finland
Korea
Portugal
Türkiye
Japan
Chile
Mexico
Israel
Latvia
Austria
Greece
Lithuania
Switzerland
Norway
Germany
Italy
Sweden
Slovak
Republic
Poland
Denmark
OECD
average
Romania
Croatia
Slovenia
EU
average
Czech
Republic
Hungary
United…
France
Spain
Netherlands
Estonia
Luxembourg
Bulgaria
Belgium
Iceland
Ireland
Programmes giving full level completion without access to tertiary education
Programmes giving partial completion or insufficient for completion
Programmes giving full level completion with access to tertiary education
20. Expenditure per student is higher in VET programmes than in
general upper secondary programmes
Total expenditure per full-time equivalent upper secondary education student, by programme orientation (2020)
0
5 000
10 000
15 000
20 000
25 000
30 000
Luxembourg
Switzerland
Korea
Norway
Germany
Austria
United
States
Belgium
Netherlands
France
Australia
United
Kingdom
Canada
Sweden
Iceland
Japan
Czech
Republic
OECD
average
Spain
EU
average
New
Zealand
Denmark
Italy
Portugal
Ireland
Finland
Slovenia
Israel
Latvia
Slovak
Republic
Lithuania
Hungary
Poland
Croatia
Estonia
Greece
Romania
Bulgaria
Chile
Türkiye
Colombia
Mexico
General Vocational All upper secondary
22. In many countries, most VET teachers are older than 50 years
Age profile of teachers in upper secondary vocational programmes (2021)
0
10
20
30
40
50
60
70
80
90
100
Italy
Finland
Lithuania
Latvia
Czech
Republic
Austria
Bulgaria
Estonia
Germany
Greece
Slovak
Republic
Slovenia
Denmark
Hungary
EU
average
United
Kingdom
Netherlands
Switzerland
OECD
average
Norway
Spain
Poland
Romania
France
Croatia
Belgium
Korea
Chile
Luxembourg
Brazil
Costa
Rica
Türkiye
50 years or over From 30 to 49 years Less than 30 years
25. Early childhood education and care becomes common at age 2 or 3 in most countries
Enrolment rates of young children, by age (2021)
0
10
20
30
40
50
60
70
80
90
100
Argentina
Colombia
France
Indonesia
Ireland
Mexico
Peru
Australia
Luxembourg
United
Kingdom
Netherlands
Hungary
Belgium
Portugal
Switzerland
Denmark
New
Zealand
Norway
Spain
Japan
Austria
Iceland
Latvia
Israel
Poland
Germany
Sweden
OECD
average
Slovenia
EU
average
Costa
Rica
Italy
Czech
Republic
Korea
Estonia
Canada
Greece
Lithuania
Finland
Chile
Brazil
Slovak
Republic
India
Romania
United
States
Bulgaria
Croatia
Türkiye
Saudi
Arabia
Under age 2 Age 2 Age 3 Age 4 Age 5
26. Investment into early childhood education has been growing
Average annual change in total expenditure on pre-primary education per child between 2015 and 2020
-10
-5
0
5
10
15
Lithuania
Romania
Estonia
Iceland
Czech
Republic
Italy
Slovak
Republic
Chile
Korea
Poland
Bulgaria
Latvia
Australia
Netherlands
Colombia
EU
average
OECD
average
Germany
Belgium
Israel
Japan
United
States
Spain
Norway
Austria
Slovenia
Finland
France
Portugal
Hungary
Luxembourg
Türkiye
Sweden
Mexico
Ireland
Total expenditure per child Number of children
27. Men are a small minority among ECEC teaching staff
Share of male teachers among pre-primary teaching staff (2013 and 2021)
0
2
4
6
8
10
12
14
Netherlands
Norway
France
United
Kingdom
Iceland
Luxembourg
United
States
Spain
Denmark
Costa
Rica
India
Türkiye
Germany
Brazil
Mexico
Indonesia
OECD
average
Sweden
Belgium
Colombia
Switzerland
Japan
EU
average
Finland
Peru
New
Zealand
Austria
China
Ireland
Slovenia
Poland
Greece
Italy
Lithuania
Chile
Croatia
Korea
Portugal
Latvia
Estonia
Israel
Hungary
Bulgaria
Czech
Republic
Slovak
Republic
Romania
Saudi
Arabia
2021 2013
29. Important gender differences by field of study persist in tertiary
education
Share of female tertiary graduates in health and welfare, STEM, and all fields (2021)
0
10
20
30
40
50
60
70
80
90
Iceland
Argentina
Poland
Latvia
South
Africa
Costa
Rica
Estonia
New
Zealand
Lithuania
Sweden
Israel
Slovak
Republic
Bulgaria
Croatia
Brazil
Finland
Czech
Republic
Slovenia
United
States
Belgium
Romania
Hungary
Greece
Indonesia
United
Kingdom
Portugal
Chile
OECD
average
EU
average
Italy
Australia
Norway
Colombia
Spain
Canada
Denmark
Netherlands
France
Mexico
Austria
Ireland
Luxembourg
Saudi
Arabia
China
Türkiye
Korea
India
Germany
Japan
Switzerland
Health and welfare STEM All fields
30. The pandemic affected the share of international students only in a few
countries
Share of international or foreign students in tertiary education in OECD countries (2019, 2020 and 2021)
0
5
10
15
20
25
30
35
40
45
Luxembourg
Australia
United
Kingdom
Austria
Switzerland
Canada
Czech
Republic
Netherlands
Hungary
Latvia
New
Zealand
Portugal
Estonia
Germany
Slovak
Republic
EU25
total
Denmark
Belgium
Ireland
Slovenia
France
Finland
Bulgaria
Iceland
Lithuania
Sweden
OECD
total
Romania
Japan
Poland
United
States
Norway
Korea
Saudi
Arabia
Spain
Italy
Israel
Greece
Türkiye
Croatia
Chile
Mexico
China
Brazil
Colombia
India
2021 2020 2019
31. Asian students are the largest group of international students in
most OECD countries
Distribution of international or foreign tertiary students studying in OECD countries, by region of origin (2021)
0
10
20
30
40
50
60
70
80
90
100
Japan
Korea
Indonesia
Australia
New
Zealand
United
States
Canada
Türkiye
Greece
India
Saudi
Arabia
United
Kingdom
OECD
total
Latvia
Ireland
Hungary
Germany
Finland
Norway
Lithuania
Italy
Estonia
Sweden
EU25
total
France
Poland
Israel
Iceland
Romania
Czech
Republic
Netherlands
Bulgaria
Switzerland
Luxembourg
Denmark
Brazil
Belgium
Spain
Austria
Slovak
Republic
Portugal
Croatia
Slovenia
South
Africa
Colombia
Mexico
Argentina
Chile
Asia Europe North America Latin America and Carribean Africa Oceania Area not specified
32. STEM fields are popular among internationally mobile students
Share of tertiary students enrolled in OECD countries, by field of study and mobility status (2021)
Figure B6.3.
0
5
10
15
20
25
30
35
40
Education Arts and humanities Social sciences,
journalism and
information
Business,
administration and
law
STEM Agriculture,
forestry, fisheries
and veterinary
Health and welfare Services
National students Mobile students
34. Fewer adults with high educational attainment believe in conspiracy theories
Belief in conspiracy theories, by educational attainment (2020)
0
5
10
15
20
25
30
35
A small secret group of people is responsible for
making all major decisions in world politics.
Groups of scientists manipulate, fabricate or
suppress evidence in order to deceive the public.
Coronavirus is the result of deliberate and
concealed efforts of some government or
organisation
Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary
35. Civic engagement is higher among adults with higher attainment
Share of adults who reported the following behaviour indicating civic engagement, by educational attainment and
programme orientation (2020)
0
5
10
15
20
25
30
Taken part in a public demonstration Posted or shared anything about politics on line, for example
on blogs, via email or on social media such as Facebook or
Twitter
Volunteered for a not-for-profit or charitable organisation
Below upper secondary Upper secondary or post-secondary non-tertiary (vocational) Upper secondary or post-secondary non-tertiary (general) Tertiary
36. The funding of education systems
Education at a Glance 2023
37. Compulsory instruction time in primary and lower secondary
education differs widely
Compulsory instruction time in general education (2023)
0
2 000
4 000
6 000
8 000
10 000
12 000
Bulgaria
Croatia
Poland
Latvia
Hungary
Türkiye
Finland
Slovenia
Estonia
Korea
Austria
Slovak
Republic
Sweden
Greece
Czech
Republic
EU25
average
Brazil
Japan
Germany
Italy
Romania
Iceland
Lithuania
OECD
average
Switzerland
Portugal
Norway
Spain
Luxembourg
Ireland
France
Chile
Canada
Israel
Netherlands
United
States
Colombia
Costa
Rica
Denmark
Australia
French
Comm.
(Belgium)
Flemish
Comm.…
Total
number
of
compulsory
instruction
hours
Primary Lower secondary White separations distinguish grades in each education programme
38. Teacher salaries vary widely across countries
Upper secondary teachers’ average actual salaries compared to the statutory minimum and maximum salaries (2022)
0
40 000
80 000
120 000
160 000
Luxembourg
Germany
Switzerland
Mexico
Denmark
Spain
Austria
Netherlands
United
States
Australia
Türkiye
Sweden
Norway
Finland
Canada
OECD
average
France
Ireland
Italy
New
Zealand
Portugal
Lithuania
Korea
Slovenia
Croatia
Japan
Israel
Chile
Czech
Republic
Estonia
Colombia
Romania
Bulgaria
Greece
Brazil
Poland
Latvia
Slovak
Republic
Hungary
Costa
Rica
French
Comm.…
Scotland
(UK)
Flemish
Comm.…
England
(UK)
Actual salaries of 25-64 year-old teachers Starting salary/minimum qualifications Salary at top of scale/maximum qualifications
39. Teacher salaries are often lower than the salaries of other tertiary
educated workers
Actual salaries of upper secondary teachers and school heads (in general programmes) relative to earnings of tertiary-
educated workers (2022)
0
0.5
1
1.5
2
2.5
Lithuania
Portugal
Costa
Rica
Germany
Finland
Australia
Ireland
Israel
New
Zealand
OECD
average
EU25
average
Denmark
Slovenia
Austria
France
Romania
Netherlands
Estonia
Norway
Sweden
Czech
Republic
Chile
Poland
Greece
Slovak
Republic
Italy
United
States
Hungary
Flemish
Comm.
(Belgium)
French
Comm.
(Belgium)
England
(UK)
Scotland
(UK)
Teachers' salaries relative to tertiary-educated workers' earnings School heads' salaries relative to tertiary-educated workers' earnings
40. In many countries, teacher salaries declined in real terms
Change in upper secondary general teachers’ statutory salaries between 2010 and 2022
-50
-40
-30
-20
-10
0
10
20
30
40
50
Israel
Chile
Slovak
Republic
Poland
Türkiye
Korea
Australia
Hungary
Germany
Norway
OECD
average
France
United
States
EU25
average
Japan
Denmark
Slovenia
Finland
Austria
Ireland
Portugal
Spain
Italy
Greece
Scotland
(UK)
Flemish
Comm.
(Belgium)
French
Comm.
(Belgium)
England
(UK)
Change in index (2015 = 100)
Change between 2010 and 2015 Change between 2015 and 2022 Change between 2010 and 2022
41. Salary cost of teachers depends on several factors
Contribution of various factors to salary cost of teachers per student in public institutions, primary education
-2 500
-1 500
- 500
500
1 500
2 500
Contribution of teachers' salary Contribution of instruction time
Contribution of teaching time Contribution of theoretical class size
Difference of salary cost of teachers per student from OECD average
USD converted using
PPPs
43. National assessments are often used to monitor school
performance, but rarely evaluate teacher performance
Main purposes of national/central assessments in lower secondary education (2023)
0 10 20 30 40
Student diagnostic information
for teachers
Monitoring of education system
Evaluation of school performance
Formative feedback to parents
Active engagement of students
in their own learning process
Evaluation of teacher performance
Selection or grouping students
by their achievement levels
Other purposes
Yes Yes (some cases only) No No assessment
44. The format of national assessments and examinations varies
Types of tasks students are given in national/central examinations and assessments, by level of education (2023)
0
10
20
30
National/central
assessments
Primary Lower secondary Upper secondary
Multiple choice
Closed-format short answer questions
Open-ended writing tasks
Other formats (portfolio, performing a task/experiment, oral presentation, oral questions and answers, other)
Number of countries and other participants with national/central examinations or assessments
Lower secondary Upper secondary
Primary Lower secondary Upper secondary
Primary
National/central assessments National/central examinations